Theme Essential Question: How is reading a script for a play or speech or poem different than actually performing dramatically?
Essential Questions:
How does the purpose of a text influence the way it is presented or used?
What is the importance of dialogue in a story?
How do certain incidents drive the story?
How does point of view influence the reader?
Standards (Focus)
RL.8.3 Key Ideas and Details: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
RL.8.6 Craft and Structure: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
L.8.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.8.5a Vocabulary Acquisition and Use: Interpret figures of speech (e.g. verbal irony, puns) in context.
(Ongoing)
RL.8.1Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences from the text.
RL.8.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL 8.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
RL.8.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meaning.
SL.8.1a Comprehension and Collaboration: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.8.1b Comprehension and Collaboration: Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.8.1c Comprehension and Collaboration: Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
SL.8.1d Comprehension and Collaboration: Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
SL.8.3 Comprehension and Collaboration: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
L.8.5b Vocabulary Acquisition and Use: Use the relationship between particular words to better understand each of the words.
L.8.5c Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
Objectives:
TLW read and discuss a variety of dramatic fiction and nonfiction about plays, playwrights, public speakers, and poets.
TLW analyze how particular lines of dialogue propel the action and reveal aspects of a character.
TLW participate in group discussions, and critically evaluate classmates’ arguments.
TLW discuss how creating a sound argument is essential to engaging listeners.
TLW learn what propaganda is and the effect it had during WWII.
TLW build an awareness of and understanding of what life was like for Anne Frank and others while in hiding.
TLW discover the power of writing.
TLW use point of view to draw conclusions or make inferences.
Assessment Product
Compare and contrast how two characters from the annex cope with confinement. Tell how you might react if in the same situation.
Key Questions
Why are there performers and audiences?
What are uses of drama and performance in education?
Can you relate to Anne Frank? How?
Am I my brother’s keeper? Do we have the responsibility to protect the rights of others?
Observable Student Behaviors
Students will work together/collaborate
Students will write written responses
Completion of a T-chart or Venn diagram
Teacher observation and listening as students work in groups
Vocabulary ELA Dialogue Drama Film noir Flashback Monologue Screenplay Script Staging Analogies Denotation Connotation
Sample 6-12 Workshop Model Bell Ringer/Warm-up Activities 3 minutes Whole Class Presentation/Lesson 15 minutes Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles) 12 minutes Independent Learning-Reading and/or Writing Activities (SSR/Computer Time/Centers) 12 minutes Exit Slips/Closing (What have I learned today/What do I need to know/Any problems?) 3 minutes
Suggested Activities [see Legend to highlight MCO and HYS]
As students read the play(s) (and view videos), they will take notes about particular lines of dialogue or incidents that propel the action, reveal aspects of a character, or provoke a decision. Students need to be sure to note page numbers with relevant information so they can go back and cite the text during class discussion.
What is the setting?
Who are the major and minor characters?
What is the theme of the play?
What problems are faced by the character(s)? How does he/she overcome this challenge?
Which lines of dialogue or events were pivotal to the play? Why?
Describe the use of literary techniques, such as flashback, in the play. How do these reveal the point of view of the character and possibly create suspense? Students may work with a partner or in groups for discussion. [HYS – S/N, CQO]
Read Diary of Anne Frank HMU4 pg. 544 (MCO – E/C, I/M, S, R/D)
Read the speeches by Barbara Jordan and Franklin Delano Roosevelt and tell how they are similar? What perspectives do they bring to their speeches? How do these speakers inspire listeners? What is important for us to learn from these speeches, and why is it important to continue reading them from generation to generation? Share ideas with a partner and then write your own response. [HYS – CL, CQO]
Create a T-chart or a Venn diagram and compare two speeches, such as the “Fireside Chat” by Mr. Roosevelt and Ms. Jordan’s keynote address at the 1976 Democratic National Convention. Delineate each speaker’s arguments and specific claims, evaluate the soundness of the reasoning, and make a judgment about the relevance and sufficiency of the evidence. Point out any particular words that you understand better because of how they were used in context. Write a response to this question. “What is the difference between reading the speech and hearing it/seeing it performed live?”
[HYS – S/D, GTH, CQO]
How is the delivery of spoken message similar and different between plays and speeches? When would you choose to give a speech? When would you choose to embed a speech (monologue) in a drama? What are the similarities and differences between performing in a play and delivering a speech? Write brief responses to these questions, citing specific examples/page numbers from the texts read and speeches heard. [HYS –S/D, CQO]
Identify important information about Roosevelt and Jordan. Explain why it is important.
Groups discuss what characteristics a hero has and what attributes and/or actions make a hero? Is there a hero in The Diary of Anne Frank? Who is it? Why does the group consider him/her a hero? Each member of the group will tell if they have a hero and why that person is a hero to them. [HYS – CL]
Share point of view/perspective on propaganda. Use modern day/WWII era advertisements, newspaper/magazine articles, and/or political cartoons to communicate beliefs. [HYS – GTH]
Homework Read for 30 minutes each evening from a self-selected book and complete a reading log.
My.hrw.com/ - Interactive Whiteboard Lessons and History videos
Sight Words
SMART Board Lessons, Promethean Lessons
R.L.8.3 Conflict and Narrator in “The Tell Tale Heart”
This lesson explores point of view and the first person narrator in "The Tell-Tale Heart", as well as reviewing the parts of a plot and the climax of this short story.
R.L.8.3 Elements of a play
Appreciate how the structure and organization of scenes and plays contribute to dramatic effect.
R.L.8.3 How authors present stories to the readers
To reflect on the writer's presentation of ideas and issues, the motivation and behavior of characters, the development of plot and the overall impact of a text.
R.L.8.6 Dramatic techniques to explore ideas, issues, texts, and meanings
Use a variety of dramatic techniques to explore ideas, issues, texts, and meanings.
R.L.8.6 Identify the perspectives offered on individuals, community and society
Identify the perspectives offered on individuals, community, and society
R.L.8.6 Satire and wit in The Importance of Being Earnest by Oscar Wilde
Plays, novels, short stories and poetry from the English literary heritage, including: two plays by Shakespeare, one of which should be studied in key stage 3; drama by major playwrights; works of fiction by two major writers published before 1914 selected from the list in the right hand frame; two works of fiction by major writers published after 1914; poetry by four major poets published before 1914 selected from the list in the right hand frame; and poetry by four major poets published after 1914.
L.8.5/L.8.5.a Idioms
50 minute lesson on idioms.
L.8.5/L.8.5.a Figuratively Speaking
Use a variety of images to craft sentences using figurative language.
Other Activities, etc.
my.hrw.com/ -Novel Study Guide, Power Notes Presentations, Graphic Organizers, Core Analysis Frame-Drama, Marzano’s Power Thinking Activities, Audio Summaries, Common Core Resources
Theme Essential Question: How is reading a script for a play or speech or poem different than actually performing dramatically?
Essential Questions:
Standards (Focus)
(Ongoing)
Objectives:
Assessment
Product
Key Questions
Observable Student Behaviors
Vocabulary
ELA
Dialogue
Drama
Film noir
Flashback
Monologue
Screenplay
Script
Staging
Analogies
Denotation
Connotation
Sample 6-12 Workshop Model
Bell Ringer/Warm-up Activities 3 minutes
Whole Class Presentation/Lesson 15 minutes
Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles)
12 minutes
Independent Learning-Reading and/or Writing Activities (SSR/Computer Time/Centers) 12 minutes
Exit Slips/Closing (What have I learned today/What do I need to know/Any problems?) 3 minutes
Suggested Activities [see Legend to highlight MCO and HYS]
- As students read the play(s) (and view videos), they will take notes about particular lines of dialogue or incidents that propel the action, reveal aspects of a character, or provoke a decision. Students need to be sure to note page numbers with relevant information so they can go back and cite the text during class discussion.
- What is the setting?
- Who are the major and minor characters?
- What is the theme of the play?
- What problems are faced by the character(s)? How does he/she overcome this challenge?
- Which lines of dialogue or events were pivotal to the play? Why?
- Describe the use of literary techniques, such as flashback, in the play. How do these reveal the point of view of the character and possibly create suspense? Students may work with a partner or in groups for discussion. [HYS – S/N, CQO]
- Read Diary of Anne Frank HMU4 pg. 544 (MCO – E/C, I/M, S, R/D)
- Read the speeches by Barbara Jordan and Franklin Delano Roosevelt and tell how they are similar? What perspectives do they bring to their speeches? How do these speakers inspire listeners? What is important for us to learn from these speeches, and why is it important to continue reading them from generation to generation? Share ideas with a partner and then write your own response. [HYS – CL, CQO]
- Create a T-chart or a Venn diagram and compare two speeches, such as the “Fireside Chat” by Mr. Roosevelt and Ms. Jordan’s keynote address at the 1976 Democratic National Convention. Delineate each speaker’s arguments and specific claims, evaluate the soundness of the reasoning, and make a judgment about the relevance and sufficiency of the evidence. Point out any particular words that you understand better because of how they were used in context. Write a response to this question. “What is the difference between reading the speech and hearing it/seeing it performed live?”
[HYS – S/D, GTH, CQO]Homework
Read for 30 minutes each evening from a self-selected book and complete a reading log.
Terminology for Teachers
Resources
Professional Texts
Literary Texts
Informational Texts
Art, Music, and Media
Manipulatives
Games
Videos
Sight Words
SMART Board Lessons, Promethean Lessons
- R.L.8.3 Conflict and Narrator in “The Tell Tale Heart”
This lesson explores point of view and the first person narrator in "The Tell-Tale Heart", as well as reviewing the parts of a plot and the climax of this short story.- R.L.8.3 Elements of a play
Appreciate how the structure and organization of scenes and plays contribute to dramatic effect.- R.L.8.3 How authors present stories to the readers
To reflect on the writer's presentation of ideas and issues, the motivation and behavior of characters, the development of plot and the overall impact of a text.- R.L.8.6 Dramatic techniques to explore ideas, issues, texts, and meanings
Use a variety of dramatic techniques to explore ideas, issues, texts, and meanings.- R.L.8.6 Identify the perspectives offered on individuals, community and society
Identify the perspectives offered on individuals, community, and society- R.L.8.6 Satire and wit in The Importance of Being Earnest by Oscar Wilde
Plays, novels, short stories and poetry from the English literary heritage, including: two plays by Shakespeare, one of which should be studied in key stage 3; drama by major playwrights; works of fiction by two major writers published before 1914 selected from the list in the right hand frame; two works of fiction by major writers published after 1914; poetry by four major poets published before 1914 selected from the list in the right hand frame; and poetry by four major poets published after 1914.- L.8.5/L.8.5.a Idioms
50 minute lesson on idioms.- L.8.5/L.8.5.a Figuratively Speaking
Use a variety of images to craft sentences using figurative language.Other Activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
Matrix
Week 1
Week 2
Week 3
Week 4
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4